1. Capacity building In-service Teacher Professional Development (ITPD) Programmes at the secondary stage under RMSA

2. The Context
RMSA Framework recommends:
Implementation of perspectives of NCF-2005, which expects:
a. Content Enrichment
(With the infusion of concerns such as Art and aesthetics, health, peace across the subject
areas)
b. Pedagogic Reform
(Engaging learners through learning by doing approach, infusing social concerns such as sensitivity towards gender, marginalised groups and differently abled children and environment; adolescent education; ICT)

3. The Context
c. Providing Enabling School Environment
d. Reform in Assessment Practices (CCE)
e. Reform in Teacher Education (Pre-service and in-service)

4. The Context
Present Provisions of in-service teacher professional development in States/UTs under RMSA
5-day subject-specific training for every secondary stage teacher every year.
5-day subject-specific training for KRPs and Master Trainers.
21-day induction training newly recruited teachers.
Training of teachers under IEDSS and ICT schemes.
Leadership training of head teachers/principals.

5. Concern and Challenges of In-service Teacher
The Context
Concern and Challenges of In-service Teacher
Professional Development at the Secondary Stage
(Based on In-service Training Evaluation Study(RMSA) and also interaction with CTEs in five regional workshops) :
Number of teachers for in-service teacher education is very large
States do conduct many district level programmes to provide training to secondary stage teachers.
3. Inadequate mechanism for Need Assessment
3. Inadequate mechanism for providing quality teacher training in states/UTs.
4.Less efforts in states/UTs towards the orientation of Key Resource Persons/MasterTrainers

6. The Context
Lack of synergy RMSA between various teacher training organisations(IASEs, CTEs, DIETs, etc.) in majority of states.
However, synergy is seen in the states of Assam, Chhattisgarh, Gujarat, Orissa, Haryana(SCERTs and DIETs), Rajasthan, Bihar(SCERT) and Delhi(SCERT). CTEs in southern states were involved in teacher training till SRG created in Maharashtra and Madhya Pradesh.
6. Lack of Follow-up mechanism.
7. Lack of Resource Pool in States/UTs.
8. Content of training is not in consonance with NCF perspectives.

7. Salient Features of NCERT’s ITPD Programmes for Key Resource Persons/State Resource Group
Need based
In-consonance with NCF-2005 perspectives
Adequate resource support
Provide hands-on and minds-on experiences
Exhibit and provide experiences with multiple types of material –print and non-print
Create opportunities for participants’ reflection
Provides cognitive rigour
In-built follow-up mechanism
In-built components of flexibility and continuity

8. Adaptation/Adoption of ITPD Programmes Follow up of ITPD Programme
ITPD Model
Need Assessment
ITPD package
Identifying RPs and KRPs
Selecting Master Trainers (SCERT/IASE/CTE, Uni. Depts.)
continuous feedback and revision
Awareness package for mentors
Orientation of RPs at national Level
Training of KRPs at the Regional/State level
Adaptation/Adoption of ITPD Programmes
Identifying mentors
Academic Support:
Mentoring
Study Groups
Interactive
website
IRC & Mobile
technology
Follow up of ITPD Programme 8

9. Five -day face-to-face programme
Content upgradation
Pedagogy
National, social and systemic concerns
ICT
Initial ITPD
(for five days)
Projects
In-built in the modules
Inputs
Strategies
Hands-on experiences
Group discussion/brain
storming
Role play
Interactive Sessions
Support through
mentoring
study groups
Interactive Radio Counselling (IRC)
Website
Mobile technologies
Classroom research/Action Research
Innovation
Interactive teaching/learning
Follow-up
Through networking and teleconferencing

10. Content Outline for ITPD
Curricular and Pedagogic Concerns:
How to make children learn through multiple pedagogies,
Understanding adolescent learners, Inclusive education,
Gender issues in secondary education,
Perspectives as envisaged in the National Curriculum Framework-2005,
Plurality of resources connecting examples from science and mathematics.
Subject–specific (science and mathematics):
Acid and bases, heredity and evolution, photosynthesis, chromatography, ozone layer depletion, periodic table, etc. in science
Themes related to trigonometry, geometry, probability, statistics and algebra in mathematics.

11. Content Outline for ITPD
Presentation
Key concepts
Misconceptions
Activities
Worksheets
CCE (in-built)
Experiments
Teacher –student dialogue

12. Face-to –face programme schedule ITPD Programme(face-to-face) ScheduleF
Day
Session I
Session II
Session III
Session IV 1
Opening Session
Understanding
Learner and Learning
Content specific
(Interactive Session with hands-on experiences)
Continuous
Professional
Development 2
Inclusive
Education
Plurality of Resources 3
Development of modules by the
Teachers 4
Content specific presentation
by teachers
Gender Issues 5
ICT integrated content
Group discussion on how to continue learning through
network and other modalities
Concluding Session

13. ITPD Programmes Conducted by the NCERT
30 ITPD programmes in science, mathematics, social sciences and languages have been conducted in six states viz., Arunachal Pradesh, Bihar, Delhi, Haryana, Himachal Pradesh, Punjab, Goa, J&K and Rajasthan from January, 2013 –February, 2014.
Around 1000 Key Resource Persons have been trained. Names of KRPs displayed on the NCERT website.
SCERTs and RMSA functionaries have provided support in Delhi, Bihar and Haryana.

14. Resource support for the programme
Subject and pedagogy expert for each session
Well planned time schedule with space for flexibility/contexualisation.
ITPD package distributed to every participant
Necessary lab equipments/science kit/computer with internet facility/LCD for demonstration and learning by doing were made available during the programme.
NCERT’s support material in science and mathematics and relevant audio-video CDs were made available during the programme.

15. Opening Session, Itanagar, Arunachal Pradesh

16. Mathematics Session, Itanagar

17. Science (group work), Itanagar

18. Brain Storming Session, Ajmer

19. Presentation by the Participant, Gurgaon, Haryana

20. More need to be done for: Integration of vocational skills
Infusion of art, heritage craft, health, sports and peace concerns
In-depth engagement with the issues related to CCE
Opportunities for enhancing communication skills
Identifying learning gaps and strategies for enhancing learning of secondary stage students(preparation of learning indicators is in progress)
Mentoring
Continuous follow-up (with Himachal Pradesh, Bihar and U.P.)

21. Feedback and Follow-up
Group presentations by the participants (adequate feed back was provided then and there about the content as well as the on the pedagogy)
Feedback had been collected everyday and changes were made during the programme, if required.
Selected KRPs are being involved as resource persons in the next programmes for other group of KRPs.
Follow-up is being done through teleconferencing, mobile, correspondence and visits to schools and to training programmes conducted by the states

22. Feedback from the participant

23. Feedback from the participant

24. Issues and Challenges
Lack of understanding in KRPs on inclusion and gender issues in majority of teachers.
Lack of understanding of learner-centred pedagogy and skill to provide hands-on-experiences
Lack of motivation
Disconnect between elementary, secondary and sr. secondary and secondary stage.

25. Issues and Challenges High PTR in secondary schools
Low levels of learning when children enter class IX
Lack of adequate laboratory and other resources in schools.
Due to absence of resource pool and synergy among state agencies, deputation of KRPs takes lots of time.
Inadequate representation of female participants

26. Issues and Challenges
Inadequate utilisation of these KRPs in the training programmes for secondary teachers being conducted by the states.
Lack of institutional mechanism for training in states

27. Role of In-service Teacher Education Programmes
If conducted in effective manner, sustaining continuity, In-service education programmes can play a significant role in the professional growth of teachers and function as an agent for change in school-related practices. It helps teachers gain confidence by engaging with their practices, reaffirming their experiences and updating their knowledge.

28. Thank You!